I do -- and I understand: mathematics
Publication date 1967
Publisher Oak Park, IL : Radim Films, Inc.
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Contributor Internet Archive
Children of nine and ten accomplish work formerly done by children of thirteen and fourteen at a school in Blackpool, England. New method of teaching provides children with practical problems, and they find solutions by working in groups. In this way they not only help to teach themselves but have a better chance of remembering how they solved the problems. Emphasis is on understanding and not just accuracy of work
Ocr Hands down its most. I am a teacher at a junior mixed school in Blackpool and this is my class consisting of thirty nine nine and ten year olds at the beginning of a nice lesson the first thing a train the children to do is to get a card from this rack on the wall. The assignment card is it sometimes called simply present that child was a problem a real problem not just the sun wrapped around little words which we've often taken to be a problem in the past by pulling the world into the measuring just shaken by. Your need to shape. Now flip flops is sound using a cubic inch and the problem of reality and it has interest for the child belongs to his word because it belongs to his well you'll be interested in finding the solution as almost to find her Maltese for almost a year and then you supported this particular to the Far from. Which to measure the contents of each want to surprise you since I won't phone all I can. I have to I think this is a preferable method of teaching mathematics because it does demand that you are the teacher gets around the class and talk to these children and discuss with them the problems and you can help them when I'm telling them the answer. All without giving too much away you can I think again the child's interest and help it very much more than you can simply by paper and pencil because well the bottle. Oh. Well. Take frightening you got away. All right this is not all these. Walls hole but if you consider really what research can tell us about how I killed and think how children learn and we must accept that they learned this never purely slow concrete situation so things which they can do and handle and touch and not through a world of abstract symbolism and things devoid of reality about sixteen that makes forty mile thing also just all books. Yes the whole basis of what we are trying to do here is that by what we now call the concrete approach if the child actually does something handle something is more likely to retain it because it is an actual experience and he is by using his memory alone or just by virtue of having been taught we say that teaching by telling is often harmful and that memory alone is useless when you actually do something and sort of sticks. Of course everybody knows that for a certain type of W. want her identity but the point is that you've got to be able to go on getting the right answer if you simply do it by rote. My palate learning you're unlikely to remember it in a fortnight's time but if you really grasped the underlying principle will not only be able to do the same problem but also something a little bit different in a fortnight's time I think we must be aware always that memory of their youthful true is not the host Henri its best put perhaps in the terms of a Chinese proverb I hear and I forget I see and I remember that I do know and I understand. And it's its this understanding of what we're after and there we can best make it possible for children to gain real and the sending of the problem by allowing them to do to be actively involved in something. Good. Yes you balanced it that's called balancing the cliche collation Well if we don't all the channels shoes. The queues get a two state solution. Kids get very thick quickly to make a graph showing the most closely dimension she reached for a light on your wisdom and what do you notice. Well what do you notice. Diamond. Shine. Recently found out that one of these blocks. Why turn on a project but we want to find out how many of the how many of them. On stone. Pleased that not all of these books way and in a courtroom with this calm way. Nine in the courtroom when this one went time and now in this sort of problem that we're not really bothered about a quarter of an ounce one way or the other but we've got to settle for something now what are we going to settle for him I think the mountain this efficient and I think these ten ounces you will be able to find that out very early in this much better than messing about with Ollie's quarter my father Bob could take a picture. Of it would have said well we'll have to you can't. But help them to know that would tell you from what. About a little bit. If you come to market. And go on the end. Of. The globe called This Time I wish we had to try to cover up for grabs cool the other was to measure from London to an ID tag on that boardwalk and as a woman you're from the porter or confess to home on the. Spot channel claimed but we got a single light on that point so if I gave you a diameter you could find me this with them. What would you do game. A little bit now with your yes it certainly would be good or right. Now supposing I gave you a sitcom for us in the past we've tended to thank heaven plea that if a classroom with clients and then there was concentration this isn't true at all. Concentration and they cancel interest to real involvement and Roger doing it for children are presented with situations with problems which are a real interest to them they get so deeply involved in the this is no unnecessary No And. They're working something out there talking to each other the same as adults talk over the problem this is what we want Surely we don't want children sitting up straight in their desks completely on their own language. Play is an essential part in mathematics. Children must discuss with each other what they're doing for by this meanes their learn and in this way a children's vocabulary grows and in turn help their written expression where they're written description of the kind of things they've been doing they learn more and back from each other and from the material and the problems presented then they could ever do sitting quietly listening to a teacher the important thing about this is that children are like us or they do like this little bit of personal and individual attention but they much prefer that the teacher should come and talk to the three of them and stand out in front of the class like a sergeant major with a piece of chalk and his hand and talk to the whole class because I don't think that they feel then that it is personal to them the more personal a teacher can get with his teaching the more it is appreciated by the child and the more responsible and get from the chant to if he thinks that you are talking to it personally but if they're involved in go back to that isn't it possible to get round it to see them and talk to them. Encourage them and perhaps pose an additional question which will help their thinking on to the next stage. Now have a look at this trade plasticine change but I don't wish to think is the biggest of they say. To some of the students are all right now. Alex what do you think is the heaviest of the story. Again the president was. To kill the Q What you because I haven't. Cain thank you again all right well we'll see if she wants. Q. Now. Percent twenty. Percent. Kris was sent to know how I had to buy it now something changes here and we know when I move this new shape now watch it carefully. Now what changes. Do you area there right now is on something else is changing what is it was that was that to Gen Y. the height which height franchise for the vertical height Cisco the client charge so if I want to find the error. New shape which is a parallelogram most IMO to try to get. Iran to face us like scope that they are either school height this is the basic difference and it therefore we are concerned getting the arm so right now the thinking teacher is concerned with how much is this that the child understands. How far he got in his thinking it's a complete and approach from the old approach of accuracy and getting the answer right and getting it take. After a while I'm sure all children find this method much preferable. Enjoy them as they look forward to it because after all it is something which they can enjoy their doing something in some cases I'm quite certain the children think they are having quite a game but a very purposeful game and from our point of view we must say that this is so just. I suppose the reason that the whole of my teaching is in such a mess at present is that the syllabus hasn't changed in a faint for three hundred years in fact some written when cool coming back after being asleep for a thousand years would be able to do most of the old level syllabus in particular the primary school syllabus was last fundamentally looked at over a century ago when the main object was to train people to do sums on a high stool the large desk to be Victorian clocks and until about five years ago no one had ever thought of altering this dismal state of affairs. Rock we're looking for is an improvement in the home approach and and acted too to the learning of mathematics this we cannot yet a sense but we can say that interest the tremendous pain that children are now doing things at nine and ten which were permanent done at thirteen and fourteen I think we can. Widely generalize and say that we are underestimated children's ability in a very wide way we we haven't realized how much they're capable of this we can be sure of anything else is prediction but the majority of children have never had before. Shine back up kill all bring the operate the same way down. Thanks Wolf. Oh thank you. Thank you Lou. Thank you. Who.
Run time 13:44
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